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The report uses students’ most recent ACT test record for those testing multiple times and explains methodological refinements beginning in 2002. It tracks changes in average ACT scores over time and relates results to academic preparation, racial/ethnic groups, and other student characteristics, including subscore distributions, quartile values, and score patterns across courses and demographics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/act-high-school-profile-pennsylvania-state-composite-code-390-000-executive-summary/528978/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/act-high-school-profile-pennsylvania-state-composite-code-390-000-executive-summary/528978.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data does the 2005 ACT High School Profile report analyze for Pennsylvania?","Question",{"text":112,"@type":113},"It analyzes ACT results for students who took the ACT during sophomore, junior, or senior year and graduated in spring 2005 in Pennsylvania.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report handle students who took the ACT more than once?",{"text":117,"@type":113},"It uses each student’s most recent test record; a refined methodology for identifying that record was introduced starting in 2002.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are used to break down average ACT scores in the tables?",{"text":121,"@type":113},"The tables break results down by academic preparation level, racial/ethnic group, ability level, course patterns, gender, and other demographic or preference items.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},528978,1791600246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","ACT HIGH SCHOOL PROFILE REPORT H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR PENNSYLVANIA  \nCODE 390-000  \nTHE 2005 ACT HIGH SCHOOL PROFILE REPORT REFLECTS THE CHARACTERISTICS OF STUDENTS WHO TOOK THE ACT ASSESSMENT DURING THEIR SOPHOMORE, JUNIOR OR SENIOR YEAR, AND WHO GRADUATED FROM HIGH SCHOOL IN THE SPRING OF 2005.  \nTHE MOST RECENT TEST RECORD IS USED FOR STUDENTS TESTING MORE THAN ONCE . BEGINNING IN 2002, A REFINED METHODOLOGY FOR IDENTIFYING A STUDENT’S MOSTRECENT TEST RECORD WAS USED (SEE APPENDIX FOR A DESCRIPTION) .  \nCHANGES IN AVERAGE ACT ASSESSMENT SCORES REFLECT REAL DIFFERENCES IN STUDENT PREPARATION AND PERFORMANCE AS WELL AS INCREASES IN THE PERCENTAGE OF TESTED GRADUATES IN EACH STATE, INCLUDING STATES REQUIRING STUDENTS TO TAKE THE ACT ASSESSMENT .  \nEXECUTIVE SUMMARY  \nFIVE YEAR ACT SCORE TREND HISTORY .............................1  \nTABLE 1 AVERAGE ACT SCORES BY ACADEMIC PREPARATION FOR RACIAL/ETHNIC GROUPS ........................................3  \nTABLE 2 AVERAGE ACT COMPOSITE SCORES BY ABILITY LEVEL FOR RACIAL/ETHNIC GROUPS ........................................4  \nTABLE 3 STUDENT SATISFACTION WITH VARIOUS ASPECTS OF HIGH SCHOOL EXPERIENCE ..................................................5  \nTABLE 4 ACT SCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ............................................6  \nTABLE 5 ACT SUBSCORE DISTRIBUTIONS, CUMULATIVE PERCENTAGES, AND AVERAGES FOR ALL STUDENTS ...............................7  \nTABLE 6 AVERAGE ACT SCORES AND STANDARD DEVIATIONS FOR MALES AND FEMALES ...........................................8  \nTABLE 7 EXPRESSED ADEQUACY OF HS EDUCATION ACCORDING TO HS CURRICULUM OR PROGRAM ....................................8  \nTABLE 8 AVERAGE ACT SCORES AND STANDARD DEVIATIONS BY COURSE PATTERNS AND HIGH SCHOOL GPA RANGES ..................................8  \nTABLE 9 HIGH SCHOOL GPAS AND AVERAGE ACT SCORES BY COMMON COURSE PATTERNS (TOTAL, MALE, AND FEMALE) ...................9  \nTABLE 10 DISTRIBUTION OF PLANNED EDUCATIONAL MAJOR AND FIRST VOCATIONAL CHOICE ....................................12  \nTABLE 11 SUMMARY OF RESPONSES TO VARIOUS DEMOGRAPHIC ITEMS ............13  \nTABLE 12 STUDENTS’ SCORE REPORT PREFERENCES AT TIME OF TESTING ........14  \nTABLE 13 AVERAGE ACT SCORES BY STUDENT PLANNED EDUCATIONAL MAJORS .....15  \nTABLE 14 AVERAGE ACT COMPOSITE SCORE BY CAREER CLUSTERS ...............19  \nTABLE 15 HIGH SCHOOL ACADEMIC AREA GRADE AVERAGES BY GENDER AND RACE/ETHNICITY .............................................19  \nAPPENDIX ..............................................................20  \nA C T HIGH SCHOOL PROFILE H S GRADUATING CLASS 2005  \nSTATE COMPOSITE FOR HS CODE 390-000 PAGE - 1  \nPENNSYLVANIA  \nTHE TABLE BELOW COMPARES AVERAGE ACT SCORES FOR STUDENTS WHO REPORTED THEY COMPLETED OR PLANNED TO COMPLETE THE RECOMMENDED CORE COLLEGE PREPARATORY CURRICULUM WITH THOSE WHO HAD NOT . PLEASE NOTE THAT STATE DEPARTMENTS OF EDUCATION MAY HAVE A DIFFERENT DEFINITION OF THE COLLEGE PREPARATORY COURSES AND MAY, THEREFORE, PUBLISH REPORTS SHOWING SLIGHTLY DIFFERENT DATA . SEE APPENDIX FOR DEFINITION OF CORE .  \nEXECUTIVE SUMMARY - AVERAGE ACT SCORES BY LEVEL OF ACADEMIC PREPARATION  \n\n|  | NUMBER\u003Cbr>CORE/LESS |  | PERCENT\u003Cbr>CORE/LESS |  | ENGLISH\u003Cbr>CORE/LESS | MATH\u003Cbr>CORE/LESS | READING\u003Cbr>CORE/LESS | SCIENCE\u003Cbr>CORE/LESS | COMPOSITE\u003Cbr>CORE/LESS |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| 2000-01 | 6598 | 2656 | 66/ | 26 | 21 .6/19 .3 | 21 .9/19 .6 | 22 .6/20 .5 | 22 .0/20 .1 | 22 . 1/20 .0 |\n| 2001-02 | 6001 | 2648 | 63/ | 28 | 21 .6/19 .4 | 21 .9/19 .8 | 22 .7/20 .8 | 21 .9/20 .2 | 22 . 1/20 .2 |\n| 2002-03 | 6964 | 3068 | 62/ | 27 | 21 .6/19 .6 | 21 .9/19 .9 | 22 .8/20 .9 | 21 .9/20 .3 | 22 .2/20 .3 |\n| 2003-04 | 7280 | 3312 | 61/ | 28 | 21 .9/19 .9 | 22 .2/20 .2 | 23 .0/21 .2 | 22 . 1/20 .4 | 22 .4/20 .6 |\n| 2004-05 | 6932 | 3337 | 59/ | 28 | 22 .0/20 .1 | 22 . 1/20 .4 | 23 .0/21 .3 | 22 .0/20 .6 | 22 .4/20 .7","cbCaimYEdWcirget","https://ap.wps.com/l/cbCaimYEdWcirget","pdf",48881,26,"English","# Five Year ACT Score Trend History\n# Tables: Average ACT Scores and Distributions\n## Average ACT Scores by Academic Preparation and Demographics\n## ACT Score Distributions and Subscores for All Students\n## Average ACT Scores by Gender and Race/Ethnicity\n## HS Education Adequacy and Course Pattern Performance\n# Appendix","[{\"question\":\"What data does the 2005 ACT High School Profile report analyze for Pennsylvania?\",\"answer\":\"It analyzes ACT results for students who took the ACT during sophomore, junior, or senior year and graduated in spring 2005 in Pennsylvania.\"},{\"question\":\"How does the report handle students who took the ACT more than once?\",\"answer\":\"It uses each student’s most recent test record; a refined methodology for identifying that record was introduced starting in 2002.\"},{\"question\":\"Which factors are used to break down average ACT scores in the tables?\",\"answer\":\"The tables break results down by academic preparation level, racial/ethnic group, ability level, course patterns, gender, and other demographic or preference items.\"}]","ACT High School Profile - Pennsylvania State Composite (Code 390-000) - Executive Summary | PDF",1791520192,66]